SCIENCE & ENGINEERING EDUCATION TEAM

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1 SCIENCE & ENGINEERING EDUCATION TEAM We are looking for a motivated individual to join our small core team of programme directors and managers. More detail about Gatsby, our work in education and the sort of person we are looking for is given on the following pages. Application procedure To apply for this post, please supply all of the following information:- - a covering letter of no more than 2 sides of A4 explaining why you believe your skills and experience make you suitable for this position; - full details of your current (or most recent) salary package. Applications which do not include this information are unlikely to be considered further; - a curriculum vitae (of no more than 6 sides of A4) including a daytime contact telephone number and address; and - the names and contact details (including daytime telephone number) of two referees who are able to comment on your suitability for this post. The above information should be sent by post or to: Faye Riley The Gatsby Charitable Foundation The Peak 5 Wilton Road LONDON SW1V 1AP faye.riley@gatsby.org.uk The closing date for receipt of applications is am on Monday 29 October Informal enquires may be made to Faye or other members of the Gatsby education team: Nigel Thomas (nigel.thomas@gatsby.org.uk) Daniel Sandford Smith (d.sandfordsmith@gatsby.org.uk) Ginny Page (ginny.page@gatsby.org.uk) James Epps (james.epps@gatsby.org.uk) Jenni French (jenni.french@gatsby.org.uk) Beth Jones (beth.jones@gatsby.org.uk) 1

2 We will endeavour to send an acknowledgement to all applicants. Applicants selected for interview will be contacted within 4 weeks of the closing date. Applicants who have not been contacted within this time period should assume they have been unsuccessful. 2

3 An introduction to Gatsby The Gatsby Foundation was established in 1967 by David Sainsbury (now Lord Sainsbury of Turville). We act as an enabler for projects, developing, overseeing and, in some cases, delivering activities across a small number of focus areas where we believe charitable funding can secure significant impact. Our commitment to these areas dates back many years, as we understand that long-term investment and development are often needed to create significant, sustainable change. We consider clearly defined aims, pragmatic methodologies and the potential for impact as far more important than the length of a grant. Our aims in each of our main areas of interest are given below. Plant Science To advance knowledge in fundamental plant biology, and nurture talent among young scientists. Neuroscience To advance knowledge in experimental and theoretical neuroscience, and support related activities. Science and Engineering Education To strengthen science and engineering skills in the UK by developing and enabling innovative programmes and informing national policy. Africa To promote economic development in East Africa that benefits the poor through support to the growth and sustainability of key sectors. Public Policy To support independent research organisations which provide evidence-based advice to government and cities. The Arts To support the fabric and programming of Arts institutions which have long relationships with Gatsby s founding family. As the above list shows, although the number of fields we choose to operate in is deliberately small, taken together at a macro-level they represent a broad spectrum of activity. Each of our focus areas presents different challenges and each demands different models of support, intervention and evaluation. However, some common characteristics can be identified across the different areas. Collectively these form what might be referred to as the Gatsby approach. Across all of our areas of focus we aim to secure maximum impact with our limited funds. To this end, as well as confining ourselves to a small range of fields, we also adopt a tight focus within each programme area. We are very aware that across even narrowly-defined fields such as plant science or neuroscience research, there will never be a shortage of need and spreading support too thinly risks a disproportionate reduction in impact. 3

4 Another common factor across all of our programme areas is a proactive approach to grantmaking. Rather than wait for proposals from third parties, we identify areas of need and build hypotheses for action which can then be tested in the field. Where successful, these can then be scaled up and rolled-out. Such hypotheses are informed by knowledge of the field in question (drawn from Trustees, staff and expert advisers) and by previous experience of what type of intervention is most likely to work. Underlying our approach to grant-making is an acceptance that, while rigorous research from the outset can greatly reduce the chance of failure, not all projects will be successful if innovation is to be fostered. This is especially true of proof-of-principle initiatives which seek novel solutions to stubborn problems. David Sainsbury has long believed that private foundations should accept a degree of risk that might be considered inappropriate for public funding streams. He thus encourages the Gatsby Trustees to take risks with their grantmaking where there is significant potential for impact. Looking forward, we have ambitions to increase still further our role in providing thought leadership to the sectors where we work and to seek policy influence at the highest levels to secure systemic change. To achieve this we will employ a range of strategies, including a redoubling of our efforts to work with new and existing partners wherever common objectives exist. Our work to support science and engineering education Our work in this field is focused around three objectives: 1. To support an increase in Level 3 and Level 4 STEM skills within the UK workforce by: (a) promoting a recognition of the importance and status of science, engineering and IT technicians (principally through a framework for professional registration); (b) supporting the development and uptake of technician training pathways (eg Apprenticeships, Foundation Degrees and relevant qualifications); and (c) seeking to ensure an appropriate infrastructure is in place to support this aim, (including suitably qualified teachers and lecturers, appropriate training facilities, and fit-for-purpose funding mechanisms), with a particular focus on the Further Education sector. 2. To support the teaching of science 11-19, by supporting innovative approaches to teacher recruitment and professional development, and activities which encourage innovation and stimulate the use of engaging practical activity in science lessons and STEM Clubs. 3. To support a coherent national system of STEM education by partnering key national organisations in the delivery of initiatives which promote greater collaboration across the sector, and through targeted research which informs government policy. Information on all of Gatsby s work including our activities to support these education objectives can be found on our website at In addition, appended to this application pack is a paper describing our current work to support technicians. 4

5 Job scope We are looking to recruit a motivated individual to join a small core team of programme directors and managers. This post will suit a professional with a demonstrable commitment to UK STEM education and training. The successful candidate will have experience in at least one of the following fields: science, technology, engineering or mathematics (STEM) education STEM-related training (especially Apprenticeships and other vocational training) working with or in the Further Education (FE) sector STEM careers information, advice and guidance working with employers and employer bodies (eg Sector Skills Councils, CBI, etc) programme and project management in the not-for-profit or public sectors communications and/or stakeholder management in the not-for-profit sector developing and/or influencing public policy The post-holder will be expected both to address strategic issues of how our programmes can achieve sustainable impact on the education and skills landscape while also ensuring that projects are delivered within agreed budgets and timeframes. Equally the role demands an innovative and entrepreneurial approach to identify opportunities and ideas for new programmes in support of our objectives. More detail is given below in the Person Specification section. The Gatsby culture is collegial and to be happy here you need to enjoy working as part of a small, committed team. The precise responsibilities will depend on the skills and experience of the successful candidate, but in general we are looking to expand our capacity to: (a) (b) (c) (d) support the development of vocational / technical pathways which dovetail to technician registration standards and thus meet the needs of employers; support the Further Education sector, by developing and managing innovative pilot or demonstrator projects (eg around lecturer CPD) and influencing policy-makers to secure systemic change; identify what actions can be taken by government, private funders, employers, schools and colleges, and others to support a step-change improvement in the quality of STEM-related careers information advice and guidance (including Labour Market Information) available to young people; and improve and extend the ways we communicate Gatsby s education work to a wide range of stakeholders. The post-holder will be expected to: conceive and develop, sometimes over several months, innovative project proposals for consideration by Gatsby Trustees; have oversight of a number of external projects, liaising closely with partner and beneficiary organisations to ensure objectives are met; research and write briefing papers, policy documents and consultation responses which develop, describe and promote Gatsby s views; 5

6 identify and exploit new opportunities for Gatsby to communicate its aims and activities and collaborate with other organisations; gather information on the initiatives and thinking of government departments and agencies and those of other partner bodies (eg professional bodies, Sector Skills Councils, etc); represent Gatsby at meetings and events. Terms Ideally we are seeking to make a full-time, permanent appointment, but we are willing to consider other arrangements, including part-time working and/or a secondment from another organisation. We do however expect the post-holder to be based here at the Gatsby offices in central London for all or at least the majority of their time. Salary & benefits The starting salary for this post will be set according to the experience and skills of the successful candidate but will be in the range 38,000 to 75,000 (plus 12% pension contribution) for a full-time position. It is a wide salary range because we are willing to consider applications from talented people at a range of different stages of career. The job title will be either Programme Manager or Programme Director, depending on the seniority of the successful applicant. Other benefits include: private medical insurance; death in service cover; and interest-free annual season ticket loan. 6

7 Person specification Essential education, knowledge and understanding Educated to degree level or equivalent An excellent understanding of the UK education and skills landscape and the ways in which national policy in this area can be informed and influenced; An understanding of Gatsby s role in promoting STEM education and skills Oral and written fluency in English Essential skills Exceptional drafting and editing skills, particularly in the context of preparing reports and proposals Excellent project management and problem-solving skills Excellent interpersonal and communication skills Excellent team-working, negotiating and influencing skills Essential experience Experience of project management and development Desirable experience Experience of managing contractors working on outsourced projects Experience of producing material for a variety of audiences and media Experience of managing budgets Experience of staff management Experience of marketing and promotion Experience of project evaluation Essential abilities Able to generate ideas and translate them into working practice Able to communicate and work effectively with other individuals & organisations Able to meet deadlines under pressure, often balancing conflicting priorities Able to plan and prioritise own work and that of others Essential personal characteristics & circumstances Creative and self-motivated Scrupulously discreet when dealing with confidential issues Willing to work flexibly with constantly changing priorities Able to travel to meetings and events around the UK, sometimes including overnight stays Able to be flexible about working hours on occasion 7

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9 OUR WORK TO SUPPORT TECHNICIANS: UPDATE ON PROGRESS & PLANS FOR THE YEAR AHEAD August 2012 A key ambition of Gatsby is to strengthen intermediate science, engineering and technology (SET) skills within the UK workforce. We aim to achieve this by enhancing the status of technicians and supporting the development of clear routes into technician roles. This paper gives an overview of our current work, and our focus for the coming year. For further details about Gatsby and our work in education please visit our website Background to Gatsby s work with technicians In its March 2012 report, the Technician Council describes technicians as highly productive people who apply proven techniques and procedures to the solution of practical problems. The report highlights the breadth of technician roles and the range of sectors in which they work, from science and engineering through to the creative industries. Latest research indicates there are around 1.1 million technicians working in the UK. Critically, recent employer surveys and assessments of the labour market suggest there is a shortage of people capable of working in technician roles. In its 2010 National Strategic Skills Audit, the UK Commission for Employment and Skills highlighted an urgent need for technicians within sectors of high economic importance, including manufacturing, oil, gas, electricity, chemicals, pharmaceuticals, automotive, engineering and broadcasting. The Technician Council also calculates that growth and an ageing workforce will increase the demand for technicians, and that up to 450,000 technician jobs will be created in the next eight years. Whilst Gatsby is not seeking to forecast precisely the type and number of technicians the economy needs, we do believe that more must be done to support, strengthen and enhance the status of the UK s technician workforce. We believe that recognition of technicians value and expertise should be engendered from within the profession itself, and that schemes of professional registration are the most effective way to achieve this. The strongest professions exist independently from government and other external regulators. Entry to these professions is based on the demonstration of competence and commitment to professional behaviour, and these standards are policed by a process of 9

10 rigorous peer review. In the UK there is a strong tradition of professional registration at chartered level, and registration confers a high degree of status within the profession and in society more widely. In stark contrast, the technician workforce in this country is only weakly professionalised, and there is little sense of status attached to technician roles. Gatsby is seeking to change this by helping to build well-regarded professional registers for technicians. We believe this is a critical first step towards a stronger technician workforce, and will bring a number of benefits to employers and technicians, as well as the wider economy. Technician registration For technicians, registration offers the possibility of increased earnings, international recognition of expertise, and opportunities to enhance competence through professional development. As a member of a professional body, registered technicians also become part of a professional community, building contacts and networks beyond their immediate place of work. Importantly for the individual, stronger registers at technician level will also help to create a clear, work-based route into the professions - an area of the labour market dominated by graduates. For example, technical training routes, such as Advanced Apprenticeships, can be mapped to the standards for technician registration, enabling individuals to register as a technician when they complete their training, or shortly afterwards. With work experience and further training, such as a Higher Apprenticeship, individuals can then progress on to higher levels of professional competence through a work-based route. Of benefit to employers, and education providers, will be the influence strong technician registers can have on technical and vocational qualifications. As registration acquires greater value with individuals and employers, qualification content will increasingly be steered by the standards required for registration. The long-term needs of the individual, employer and the wider economy will become the guiding principles behind the design of qualifications, making them less vulnerable to short-term interests and political whim. In the same way, registration will begin to act as a kite mark for employers who are seeking to recruit technicians. Employers will no longer need to understand the detail of every qualification on offer in order to ascertain the competences of potential employees. As an independently approved, externally validated award, an employer can be assured that a registered technician has the levels of knowledge and competence required for the job. Strengthening the workforce through registration As described above, we believe that a common framework for technician registration across science, engineering, IT and health has the potential to raise the status of the technician workforce in a way that is genuine, systemic and long-lasting. Our aspiration is to see 100,000 technicians registered by 2018 and in the longer term to reach a position where at least 20-25% of the technician workforce is registered. This will create a critical mass of registered technicians, comparable in size to that found at chartered level. Below is an overview of the work we are supporting in our efforts to achieve this aim. 10

11 Engineering A professional register for technicians in engineering has been in existence for over 30 years, giving technicians the opportunity to become registered as an Engineering Technician (EngTech) through a relevant professional body. The standards for EngTech are held by the Engineering Council and sit alongside the standards for Incorporated Engineer (IEng) and Chartered Engineer (CEng). At present there are only 14,000 people registered as EngTech, out of a technician workforce in engineering of around 870,000. But this year will be the start of a coordinated effort to transform the scheme, and many of the engineering professional bodies will be striving to make technician registration a core part of their business. We are supporting the three biggest professional bodies the Institution of Civil Engineers, the Institution of Mechanical Engineers, and the Institution of Engineering and Technology as they work together to increase EngTech numbers in three critical areas: amongst those large employers who recruit significant numbers of technicians; amongst SMEs, which have been particularly difficult to engage with registration in the past; and by promoting registration amongst apprentice technicians through FE colleges. In addition to this major joint project, we will be working with a number of other professional bodies in areas where we feel bespoke interventions will help to increase EngTech numbers within specific sectors of engineering. Science Since 2011, Gatsby has been working with the Science Council to develop a register for science technicians that meets the needs of this diverse workforce. Following consultation with its member professional bodies, the Science Council created two new standards Registered Science Technician (RSciTech) and Registered Scientist (RSci) in addition to the existing Chartered Scientist (CSci) register. This year the Science Council licensed an initial seven professional bodies to award the new registers. For the first time, a framework of professional registration is available across the science workforce, recognising professionalism in science at all levels. The new science registers also closely match the levels of professional registration that exist in engineering further strengthening the ties that bind science and engineering, and creating a currency that recognises technician expertise across the two sectors. Health Skilled people in technician roles are critical to the efficient running of healthcare services, and a majority of these people will use their knowledge of science whilst carrying out their work. But it is likely that many will consider themselves to be clinicians, rather than technicians. We have therefore commissioned research mapping the evolving status of technicians working in health, and their education and training routes. This research, which we expect to publish later in 2012, should enable us to work with professional bodies to identify where registration would be of benefit to individual technicians and to the improvement of skills more generally within the health sector. 11

12 Information Technology (IT) Gatsby is currently supporting work by the Institution of Engineering and Technology and the British Computer Society to explore how registration can reflect the wide variety of roles that now exist for technicians working in IT, both in the IT sector itself and in providing IT support to other sectors of the economy. We hope that it will be possible to develop a single IT Technician register that encompasses the roles of the 200,000 or so IT technicians currently working in the UK. Our work in 2012/13 A common registration scheme for technicians is the foundation upon which a clearly identifiable and professionalised workforce can be built. But the success of technician registration will depend upon the value it holds within the economy, and over the coming years we will be working with others to promote technician registration amongst employers and the wider workforce. An early part of this work will be in partnership with Unionlearn, which we are supporting in its efforts to raise awareness of technician registration amongst union members and throughout unionised workplaces. However, with much of the registration groundwork now underway, in the coming year we will also be investigating how well existing education and training routes prepare people for technician roles. An analysis of the technician workforce commissioned by Gatsby revealed that the proportion of technicians trained through a vocational route has declined, whilst the graduate share of technician employment has increased. Evidence from employers shows there are now too few technicians in the labour market with the practical skills and experience businesses need. Programmes of technical education and training are the best way to equip people with these practical skills and competences. This year we will be exploring how to ensure there are more opportunities to train as a technician through these vocational routes. Central to this work will be apprenticeships. In particular, an area of growing interest to us will be the need to develop closer links between apprenticeship frameworks and technician registration. There are examples where these links already exist; professional bodies have approved some apprenticeships, making it straightforward for some apprentices to apply for EngTech when they complete their training. But this year we will be working closely with professional bodies, sector skills councils and others to help expand this practice. Gatsby has supported the development of University Technical Colleges (UTCs) from the outset, and believes they are an excellent way to give young people the mix of knowledge and skills technicians need. But we will also continue to explore the role other parts of the education system can play especially Further Education in ensuring that a technician training offer exists for the large majority of young people who are neither on an apprenticeship nor following the A-level route. Finally, an area of continual concern is the lack of information available to young people about technician education and training. We recognise that the provision of career guidance for young people is being reformed, and there are uncertainties about the universal availability of information on alternative education and training routes. We are therefore 12

13 interested in supporting initiatives that can overcome some of these barriers, and provide information to many more young people about the opportunities technician roles offer. Challenges ahead Since beginning our programme of work in 2009, we have been encouraged by the desire of the SET communities to push through reforms and challenge traditional practice. But, even with this support, we know it will not be easy to overcome some of the challenges that lie ahead. And yet, more than ever before, we are convinced that a strong technician workforce is a goal worth pursuing, and we plan to increase our efforts over the coming years to meet the size of the task we face. As a charitable foundation, our approach is to support and work with others who share our ambitions. Whilst our technician programme is a long-term commitment to 2020 and beyond we seek to support projects that are designed to bring sustainable change and endure beyond the lifetime of our involvement. We would be pleased to hear from organisations who have an interest in this area, and with whom we may be able to work to help achieve our shared aims. 13